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Analyzing content a...
Analyzing content and participation in classroom discourse : dimensions of variation, mediating tools, and conceptual accountability
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- Ryve, Andreas, 1973- (författare)
- Mälardalens högskola,Utbildningsvetenskap och Matematik,M-TERM
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- Larsson, Maria (författare)
- Mälardalens högskola,Utbildningsvetenskap och Matematik,M-TERM
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- Nilsson, Per, 1967- (författare)
- Linnéuniversitetet,Institutionen för matematikdidaktik (MD),Matematikdidaktik
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(creator_code:org_t)
- Informa UK Limited, 2013
- 2013
- Engelska.
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 57:1, s. 101-114
- Relaterad länk:
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https://doi.org/10.1...
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Abstract
Ämnesord
Stäng
- Balancing content and students’ participation in the mathematics classroom is an area of both practical and theoretical interest. In this article we relate and contribute to these two interests by analyzing classroom data from an intervention project aiming at teaching mathematics through problem solving. The study shows that several aspects such as mediating tools, the teacher’s conceptual accountability and interactional moves play important roles in the nature of the co-construction of critical dimensions of variation. We therefore suggest that an analysis of content and participation in the mathematics classroom would benefit from drawing on several theoretical sources. As such, the study could be seen as a contribution to recent elaborations on developing variation theory for analyzing the enacted object of learning.
Ämnesord
- NATURVETENSKAP -- Matematik -- Annan matematik (hsv//swe)
- NATURAL SCIENCES -- Mathematics -- Other Mathematics (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
Nyckelord
- content
- discourse
- mathematics
- participation
- Mathematical Education
- Matematikdidaktik
- didaktik
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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